Defining a model of CALL

 

Defining a model of CALL 

Within CALL, English teachers can nail down students' learning characteristics, allowing them to develop concrete learning so they can experience their learning preferences. An interesting aside is that employing internet technology for what is amalgamated with Web 2.0 wherein lies wikis, blogs, podcasts, and more precisely an array of internet ever-changing facilities. Not only that but with internet resources, activities can be more adaptable and nurture the four skills of English.

Elements in the CALL Design Process  

• Hardware
• Authoring packages
•  Software
• The Internet and the E-mail 

 

Hampel (2009) proposes that an effective CALL teacher training program should have the following components:

• mix of pre-service and in-service training to develop a range of skills and maintain and update them;

• tools training and technical support;

• hands-on pedagogical training; putting teachers in the role of students interacting with one another and

collaborating on a task;

• guidance with task design that creates the right conditions for collaboration and makes best use of the tools

employed;

• modelling what is expected of teachers (e.g. careful scaffolding of tasks, precise task instructions, moderation);

• activity banks with interactive tasks for tutor use;

• pedagogical support;

• self-reflection and feedback; and

• space for sharing experience(p.

• Mix of pre-service and in-service training  to develop a range of skills tools trainig and technical support. 
• Hands-on pedagogical training 
•  Create the best conditions for collaborations and calls on the tools such as careful scaffolding, precise task intruction, pedagogical support, self-reflection and self-support and space for sharing experience. 

Teacher and pupil classroom behavior activities used in CALL 

We can draw a distinction between tasks and exercise and within, we have some taxonomies that can help teachers learn about the locus software linked to grammar, vocabulary, fluency as well as receptive and productive abilities of English. Withal, it plays a pivotal role in learners' cognitive development. 

Reference

 Hampel, R. (2009). Training teachers for the multimedia age: Developing teacher expertise to enhance online learner

interaction and collaboration. International Journal of Innovation in Language Learning and Teaching, 3(1), 35-50

 

• mix of pre-service and in-service training to develop a range of skills and maintain and update them;

• tools training and technical support;

• hands-on pedagogical training; putting teachers in the role of students interacting with one another and

collaborating on a task;

• guidance with task design that creates the right conditions for collaboration and makes best use of the tools

employed;

• modelling what is expected of teachers (e.g. careful scaffolding of tasks, precise task instructions, moderation);

• activity banks with interactive tasks for tutor use;

• pedagogical support;

• self-reflection and feedback; and

• space for sharing experience(p.